What Happened to Robin?

Unit Plan

Unit Summary

Using actual wildlife injury data from a local wildlife rescue center, students learn what animal species have been injured and the causes of injury. Students use spreadsheet software to sort, organize, and evaluate their findings for recommendations to reduce human-caused injury to wildlife. Students prepare and present a summary of their findings and recommendations to the local Audubon Society, The Humane Society, neighborhood associations, and other interested groups. At the end of each public presentation, students gather public reaction to the data and collect ideas on how to reduce injury to wildlife. These recommendations are compiled into a newsletter and wiki for dissemination to a wider audience.

At a Glance

• Grade Level: 6-8

• Subject: Biology, Data Analysis

• Topics: Ecology, Birds, Wildlife Diversity

• Higher-Order Thinking Skills: Analysis, Evaluation, Investigation

• Key Learnings: Data Organization, Representation and Analysis, Effects of Humans on the Ecosystem, Predator/Prey Relationships, Community Education and Outreach

• Time Needed: 3 weeks (may be spread out over a longer period of time)

Things You Need

• Assessment Plan (Appendix A)

• Content Standards and Objectives (Appendix B)

• Materials and Resources (Appendix C)

Mobile Learning

Mobile apps, reviewed by professional educators for related instructional content.

Android

• Wonder Zoo: Animal Rescue
  

Windows 8

• Natures Creatures

• Natures Photos

Curriculum-Framing Questions

Essential Question:

• How can I help protect urban wildlife?

Unit Questions:

• How can we reduce the impact of modern society on urban wildlife?

• How can statistics help us understand a problem?

• What are some problems for wild animals that live in urban areas?

Content Questions:

• What birds live in our community?

• What are the greatest risks to these birds?
  
  

Assessment Processes

View how a variety of student-centered assessments (Appendix A) are used in the What Happened to Robin? Unit Plan. These assessments help students and teachers set goals; monitor student progress; provide feedback; assess thinking, processes, performances, and products; and reflect on learning throughout the learning cycle.

Instructional Procedures

Unit Preparation

Contact a local Audubon Society center to arrange a field trip to the center and to inquire about working together to develop a service project for the center. In the sample project, students sorted, organized, and analyzed five years worth of data on bird injury. This was a much needed service that the staff at the Wildlife Care Center did not have time to do.

Have students prepare science journals to take notes, make observations, and reflect on questions and discussions throughout the unit.

Introduction to Birds

1. Introduce the topic of birds to students by asking them to list the names of birds that are familiar to them. Provide time to learn about the birds in your area. This can be done over a period of time as students study local birds and learn how to identify them. Purchase local field guides to help with identification (available at local centers of the National Audubon Society).

2. Plan a birding outing to foster students' interest in birds and to develop their birding skills. Help students learn how to identify birds. Identification tips are available at birding.com. The Web site also has tips for planning a bird watching outing.

3. On the birding outing and over the course of the project, have students keep track of the birds that they identify. Bird checklists for the United States are available from the Audubon Society or online at the Northern Prairie Wildlife Research Center. After the designated time, have students graph their own data and compare with a partner. As an option, compile the class data. Discuss findings.

Urban Wildlife Issues

1. Ask students what they think are some urban wildlife issues. Ask the Unit Questions, What are some problems for wild animals that live in urban areas? and How can we reduce the impact of modern society on urban wildlife? Record responses on chart paper that has the tapping prior knowledge (Appendix D) questions and hold a class discussion.

2. Choose a local wildlife research project as a case study. For example, students in Portland, Oregon read about Portland's effort to make a home for its growing Peregrine Falcon population. This can be done in small groups, with each small group becoming an "expert team" on one case and sharing their knowledge with the other groups.

3. Next, pose the Essential Question, How can I help protect urban wildlife? and have students reflect individually in their journals. Allow students to share their thoughts in pairs. Ask for volunteers to share with the whole class.

Wildlife Injury

1. Discuss predator and prey relationships. Have students make predictions about what causes injuries to birds. Again, instruct students to become keen observers by noticing if/when birds become injured and how it happens. Have students keep a record in their journals.

2. Plan a visit to a Wildlife Care Center. Check with your local Audubon Society to locate a Wildlife Care Center in your area if available.

3. Present an overview of the project to the class with a descriptive brochure (Appendix K).

4. A field trip to a wildlife center should include a tour of the center to learn about its operations, explanations and discussion about wildlife injury, and hopefully, a visit with the birds there. The staff should explain the project that the students will be assisting them with and stress the importance of the students' work. Provide students with a handout (Appendix E) to take to the center to collect information during their visit. Collect injury records from the center to bring back to school. Upon returning to school, have students reflect on their experience, what made an impact on them, what they learned, and any new questions they have by recording their thoughts in their science journals.

5. Begin the next day by sharing journal entries and discussing any questions that arose from the field trip experience.

Data Analysis

1. Students are now prepared to investigate the Unit Question, How can statistics help us understand a problem? To begin, provide students with a copy of the wildlife injury spreadsheet directions (Appendix F). Use this document to help students learn how to use spreadsheet software to enter data and create graphs, charts, and tables if they have not used spreadsheet software before.

2. After the data is entered, students can make graphs, charts, and tables (Appendix J) to show an analysis of the results. Encourage students to focus on creating meaningful visual representations of the data that can be used to interpret the data and to educate others about injury to wildlife rather than become too focused on the appearance of the graphs, charts, and tables. Meet with students individually to answer questions and monitor progress.

3. With results in hand, students are ready to prepare slideshow presentations (Appendix H) that share their results and educate others about causes and prevention of wildlife injury. Hand out the project checklist (Appendix G) and presentation rubric (Appendix H), review expectations, and answer any questions. The presentations can be done in small groups with each student preparing a few slides. Each student should use the presentation checklist (Appendix G) to guide their progress and record feedback they receive from their peers after they practice their presentations.

Community Action

1. As a class, select audiences for small groups to present the data, educate others about injury to wildlife, and discuss ways to prevent injuries. This might include other students, The Humane Society, neighborhood associations, and other interested groups.

2. Instruct students to develop and practice speeches for presentation to the center and to other audiences. Have students use the peer feedback form(Appendix I) to assess their presentations, make modifications, and prepare properly. Each presenter should acquire feedback from at least one peer on the slides they present and on the presentation as a whole.

3. Have students create a newsletter (Appendix L). Review the newsletter checklist (Appendix M) with students and ask them to use it to help guide their work. Students can come up with article ideas related to their project work. Articles can be combined into a single newsletter, which can be handed out at public meetings and left at reception areas of local veterinary offices.

4. After presenting the data to different groups, students should get public reaction to the data and ask for input on how to reduce wildlife injuries. Explain that students should then relate findings to their hypotheses and write a report informing the Wildlife Care Center about the major causes of injuries to urban wildlife as well as the public's reaction and suggestions.

5. Finally, have students educate a broader audience by creating a wiki with recommendations for community action. They can also write press releases for the local newspaper.

Revisit the Essential Question

To complete the unit, have students reflect on the Essential Question, How can I help protect urban wildlife? again in their journals. Encourage students to look back at their initial responses and reflect on the direction the unit took them. Have them consider how the information and experiences they had have affected their initial thinking. Encourage discussion among class members to elaborate, share, and expand on their thinking.

Prerequisite Skills

• Experience reading graphs and working with percentages

• Knowledge of bird anatomy

• Basic computer skills

Differentiated Instruction

Much of this work can be done at a variety of academic levels. As needed, partner students for computer work with technically skilled students.

Special Needs Student

• Provide an alternate activity, such as:

• Have the student develop a small book of bird case studies in which the student studies five species, includes a drawing or photo from the Web or a digital camera, and information about biology and habitat.

• Have the student evaluate and describe the status of the birds locally using the data provided by the Audubon Wildlife Care Center.
  

Gifted/Talented Student

• Require the student to write a scientific article on the results to be published in a scientific journal, coauthored with the director of the Wildlife Care Center.

Nonnative Speaker

• Have the student study science vocabulary and practice oral presentations with an ELL assistant during supplemental instruction outside of class.

• Pair the student with another student during project work when the language load indicates this, and have the student complete visual parts of the project independently (such as spreadsheets, graphs, and illustrations).

• Shorten oral speaking activities or allow extra practice time.

• Have the student prepare materials in the student's first language to educate others about wildlife injury.

Credits

Ginny Rosenberg Stern participated in the Intel® Teach Program, which resulted in this idea for a classroom project. A team of teachers expanded the plan into the example you see here.

Appendix A: Assessment Plan

Assessment Timeline:

Before unit work begins:

• Questioning

• Journals

• Tapping Prior Knowledge Questions

Students work on unit and complete tasks:

• Presentation Checklist

• Presentation Rubric

• Newsletter Checklist

• Peer Feedback Form

• Conferences

After unit work is complete:

• Questioning

• Presentation Rubric

• Journals

Use questioning including the tapping prior knowledge (Appendix D) questions to gauge student needs before project work begins, and provide instruction as necessary. Students use a presentation checklist (Appendix G) and newsletter checklist (Appendix M) to help guide their learning, stay on track, and self-assess their progress. Quality of journal entries and research help both teacher and students to monitor progress and understanding of content. Questioning is used throughout the unit to help students develop their higher-order thinking skills and process content. Individual conferences are used to help monitor progress and answer any questions. Ask students to use the presentation checklist (Appendix H) and peer feedback form (Appendix I) to help them self- and peer assess work prior to completion. Use the same presentation rubric (Appendix H) to assess and grade the final project.

Appendix B: Content Standards and Objectives

Oregon State Standards

Science

• Ask questions and form hypotheses that are based on observations and scientific concepts, and that can be explored through scientific investigations

• Collect sufficient data to investigate a question, clarify information, and support an analysis.

• Explain results and offer reasonable and accurate interpretations and implications

• Identify and explain factors that influence or change the balance of populations in their environment

• Describe and explain the effect of species, including humans, on an ecosystem
  

Math

• Collect, organize, and interpret data

• Create, interpret, and analyze charts, tables, and graphs to display data, draw conclusions, and solve problems

• Evaluate and express statistical significance
  

Communication

• Communicate ideas using oral, visual, written, and multimedia forms in ways appropriate to topic, context, audience, and purpose

Student Objectives

Students will be able to:

• Evaluate the factors related to wildlife injury in an urban area

• Collect public input and make recommendations for community action

• Use spreadsheets to collect, sort, and display data

• Create and deliver effective multimedia-enhanced speaking presentations

• Create newsletters or wikis that summarize findings and recommend community action

Appendix C: Materials and Resources

Printed Materials

• National Audubon Society. (1987). Pocket guide to familiar birds: Eastern region. New York: Alfred A. Knopf.

• National Audubon Society. (1987). Pocket guide to familiar birds: Western region. New York: Alfred A. Knopf.

• Robbins, C. S. (2001). Birds of North America: A guide to field identification. New York: St. Martin’s Press.

• Salmansohn, P., & Kress, S. W. (2003). Saving birds—Heroes around the world. Gardiner, ME: Tilbury House.

Internet Resources

Websites

• National Audubon Society
  www.audubon.org
  Access the National Audubon Society Web site to locate bird publications as well as find a local center near you in order to partner with them to develop a service-learning project

• North Prairie Wildlife Research Center
  www.npwrc.usgs.gov/
  Bird checklists for your state

• Audubon Society of Portland
  http://audubonportland.org/issues/species/peregrine/
  Article about Portland’s peregrines as well as other research projects

• Thayer Birding Software
  www.thayerbirding.com
  Multimedia CD-ROMs containing information about birds for each state

Technology—Hardware

• Computers to research birds, input data, prepare graphs, and develop multimedia presentations

• Printer to print results and brochures

• Projection system to teach students how to use a spreadsheet program

Technology—Software

• Spreadsheet software to conduct data analysis of wildlife injury

• Multimedia software to develop presentations of results in order to educate the public about wildlife injury

• Publishing application to create newsletters to educate others about wildlife injury and prevention

Appendix D: Tapping Prior Knowledge

What are some problems for wild animals that live in urban areas?

(sample responses)

• Loss of habitat

• Prey for cats and dogs

• Fly into windows

• Hit by cars or busses

• Poisoned

• Gunshot

• Parents die

• Drought
  
  

How can we reduce the impact of modern society on urban wildlife?

(sample responses)

• Protect green spaces

• Plant trees and bushes

• Keep dogs and cats indoors

• Don’t use pesticides

• Educate people about not hurting animals

• Drive cautiously

• Throw trash away in containers
  
  

How can we go about finding the leading causes of injury to wildlife?

(sample responses)

• Collect our own data by:

• Surveying wildlife experts

• Interviewing community members

• Going to clinics and hospitals and asking for data they have collected

• Find research others have done

• Analyze all our data to look for causes

Appendix E: Wildlife Center Handout

IN THE WILDLIFE CARE CENTER:

1. How many types of birds are in the center today: ________

2. List 3 of the birds you see today, and write down how they got hurt:
   
   

3. If a bird is attacked by a cat, its injuries are very serious. Why is this true?

Notes from the tour of the Wildlife Care Center

Appendix F: Wildlife Injury Spreadsheet Directions

Description: Use a spreadsheet to enter your wildlife injury data. Work in groups to
make charts that describe one feature of the data (injury rates for different months,
different species, survival rates, causes of injury, and so forth).

Step 1: Enter data into the spreadsheet.
Open a worksheet in spreadsheet software. In cell A1, type the title of your study (for
example, type Wildlife Injury). In row 2 beginning in cell B2, type the types of data you
gathered (for example, # of injuries, # of survivals, species, causes of injury, and so
forth). In column A, beginning in cell A3, list the months of the year. Enter your data in
columns B, C, D, and beyond to add data below your category headings.

Step 2: Create a formula in the Formula Bar.
Formulas can be used to calculate data in spreadsheets. To add a formula to a
spreadsheet, follow these steps:

1. In a new column, type a column heading, such as survival rate as shown in the sample graphic above.

2. Click the cell under the new heading, next to the row of data you want to calculate.

3. Click in the Formula Bar, and type an equal sign (=) to begin your formula.

4. Determine which operation or formula you need to use to calculate your data. For example, to obtain the survival rate in the sample, the # of survivals should be divided by the # of injuries.

5. To create the formula, click the cell location that contains the first part of the equation, such as C3 in the sample, type the division sign (/), and then click the cell containing the second part of your equation, such as B3. The sample formula looks like =C3/B3. Press Enter. The formula calculates and then displays the results. Repeat this process for all rows you want to calculate, or copy and paste the formula into the appropriate cells.

Step 3: Choose and create graphs to represent your data.

To create a chart or graph:

1. Highlight the cells that you want to use to create a graph or chart.

2. Choose Chart on the Insert menu.

3. Choose the chart type that you think best represents your data (see the following examples), and then click Next.

4. Follow the directions for your type of chart, such as:

• Add titles for the chart or graph and axes if appropriate.

• Click the Gridlines tab and experiment with gridline options if gridlines apply to your type of chart. Choose gridlines that make understanding your data easier.

• Click the Legend tab and choose a location for the legend.

• Click Next.

5. Place the chart or graph as an object on the original worksheet, so that you can see the worksheet entries as you examine the object, or place the chart or graph in a separate sheet of your worksheet and label it. Have fun displaying your information—explore several types of charts and graphs to see which one best represents your data!
   
   

Appendix G: Presentation Checklist

Our presentation provides background information about the center we worked with, including: 

▢ Purpose

▢ Location

Our presentation addresses a clearly stated research question that:
▢ Unifies the presentation

▢ Investigates an important issue about urban wildlife

▢ Includes a prediction

We explain where and how we gathered information by describing:
▢ Resources
▢ Processes

We analyze the question with data using:
▢ Charts

▢ Graphs
▢ Statistics

We draw conclusions about the data, and we:
▢ Attempt to answer the question based on data

▢ Explain how data can be used

(We answer the Essential Question, How can I help protect urban wildlife?)

Our presentation is engaging and:

▢ Appropriate for the audience

▢ Elicits feedback and ideas

My slides include:

▢ Appropriate amount of text on each slide

▢ Appropriate font size

▢ Meaningful graphics

▢ Meaningful animations

▢ Meaningful multimedia (such as music or video)

▢ Effective slide transitions

I practiced presenting my slides and giving the presentation to a group.

▢ Length of practiced presentation _________

List the useful comments you received from viewers of your practice presentation:

Describe how you revised your slides to make your presentation better:

Appendix H: Presentation Rubric

Appendix I: Peer Feedback Form

Name of Presenter: _____________________ Name of Peer: ____________________

1. What were three good features about the presentation (such as content, pace, speaking skills, and so forth)?

2. What two changes would you recommend to the presenter to improve the presentation?

3. Was the hypothesis clearly stated? Describe the hypothesis as you understand it.

4. Was interpretation of the data visually represented and clearly explained? If not, what would make it clear? If it was clearly explained, describe your understanding.

5. Is the presentation appropriate for the audience? If not, what can be changed?

Appendix J: Graphs, Charts, and Tables

Appendix K: Brochure

Appendix L: Newsletter

Appendix M: Newsletter Checklist

Content:

▢ Our newsletter offers information about the resource we worked with, including their purpose and location.  

▢ Our newsletter includes a main article and supporting articles that address our project work.  

▢ We proofread and carefully craft our writing to make it interesting and relevant to the audience.

▢ Our newsletter highlights special points of interest related to our project.  

▢ Our newsletter states statistics and includes data to educate others about injury to wildlife.  

▢ We answer the Essential Question, How can I help protect urban wildlife?  

▢ Our newsletter provides solutions or ways to prevent injuries.  

▢ Our newsletter is appropriate for our targeted audience.

Organization and Appearance:

▢ We provide an appropriate balance of graphics and text on each page.  

▢ We use spacing and margins to create a pleasing layout.  

▢ We use appropriate font sizes, image sizes, colors, boxes, and lines to make each page’s design neat and attractive.  

▢ We include appropriate graphics and text that emphasize the topics.  

▢ We include the necessary newsletter components, including a table of contents.  

▢ We include an eye-catching first page and title for our newsletter.

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